Understanding and Using Your
Executive View 360 Report
Kenneth M. Nowack, Ph.D.
3435 Ocean Park Blvd, Suite 203  Santa Monica, CA 90405
(310) 452-5130  (310) 450-0548 Fax
www.envisialearning.com
ken@envisialearning.com
Presentation Agenda
 Executive View Online Process
 Understanding and Using Your Executive
View 360 to Develop Leadership Talent
 Translating Awareness into Behavior
Change: An Introduction to Talent
Accelerator
 Next Steps/Questions
Executive View 360
Online Process
Executive View 360 Email Invite
Presentation Agenda
 Understanding and Using Your Executive
View 360 to Develop Leadership Talent
 Translating Awareness into Behavior
Change: An Introduction to Talent
Accelerator
 Next Steps/Questions
Emotional Reactions to Feedback: GRASP Model
Grin or Grimace
Recognize or Reject
Act or Accept
Strategize &
Partner
Emotional Reaction
Cognitive Reaction
Commitment Reaction
Behavioral Reaction
Interpreting Your
Executive View 360 Feedback
Report
Interpreting Your
Emotional Intelligence View 360
Feedback Report
ExecutiveView360
Performance Leadership
 Visionary Leadership
 Drive for Results
 Technological Leadership
 Financial Leadership
 Cross Functional Versatility
 Depth of Industry Knowledge
 Political Leadership
 Strategic Problem Analysis
 Decision Making
Change Leadership
 Entrepreneurial Leadership
 Driving Strategic Direction
 Driving Change
Interpersonal Leadership
 Build Strategic Relationships
 Empowering Others
 Team Building
 Interpersonal Effectiveness
 Oral
Communication/Presentation
 Influence/Negotiation
 Coaching/Talent Development
Personal Leadership
 Self-Development
 Adaptability/Flexibility
 Engenders Trust
Executive View 360 Features
 Measures 22 Competencies Focusing on
Performance Leadership, Change
Leadership, Interpersonal Leadership and
Intrapersonal Leadership
 68 Behavioral Questions
 Online Administration
 Reliable and Valid Scales
 Comprehensive Summary Feedback Report
Executive View 360 Report
 Executive View 360 (EV360) Competency
Definitions and Conceptual Model
 Self-Awareness/Social Awareness Comparison
Graphs
 EV360 Overall Competency Graphs (self and other
comparisons)
 Most Frequent/Least Frequent Behavior Summary
 Summary of Average Scores by Rater Category with
Statistical Measure of Rater Agreement
 Written Comments by Raters
 Developmental Action Plan
Confidentiality of the 360 Feedback Process
KEY POINTS
 All raters are anonymous except for the “manager”
 Online administration uses passwords to protect
confidentiality (Internet administration)
 No line or bar graphs are shown unless at least two
raters respond in a rater category (anonymity
protection)
 The summary feedback report is shared only with
the respondent and is intended for development
purposes only
 The respondent decides how much of the summary
feedback report he/she wants to share with others
Self-Other Perceptions:
What Are Others Really Rating?
Nowack & Mashihi (2012)
BOSS
Performance
REPORTS
Derailment
Factors (EI)
PEERS
Leadership
Potential
Feedback Report Components
 Self-Other Comparisons
 Graphical Comparisons “Johari
Window”
 Most and Least Frequently Observed
Behaviors
 Summary of Average Scores
 Statistical Measure of Rater Agreement
 Written Comments
Executive View 360
Invited Raters Page
Executive View 360
Awareness View Section
KEY POINTS
Executive View 360 provides a snapshot of
self/social awareness in a series of graphs
highlighting four areas:
1.
2.
3.
4.
Potential Strengths (Low Self Ratings & High Other
Ratings)
Confirmed Strengths (High Self Ratings & High Other
Ratings)
Potential Development Areas (High Self Ratings & Low
Other Ratings)
Confirmed Development Areas (Low Self Ratings & Low
Other Ratings)
Executive View 360
Awareness View
Executive View 360
Graphs Self-Other Perceptions
KEY POINTS
 Executive View 360 uses average scores
based on the 1 to 7 frequency scale
 The bar graphs summarize self and other
perceptions on each of the 22 separate EV360
competencies
 The legend to the right of the graph will
summarize average score and number of
raters for each category
 Range of scores for each rater group are
graphed
Executive View 360
Self-Other Perceptions
Executive View 360
Most Frequent/Least Frequent Section
KEY POINTS
 The “Most Frequent” section and “Least Frequent”
section summarizes those competencies and
behaviors that were most frequently/least frequently
observed by various rater groups
 The number in the first column corresponds to the
average score for all raters providing feedback (1 to 7
scale)
 The “Most Frequent” should be considered as
perceived strengths to leverage and build on
 The “Least Frequent” should be considered as
possible behaviors to practice more frequently
Executive View 360
Behavior Summary
KEY POINTS
 Each Executive View 360 question is summarized and
categorized in its appropriate competency
 Average scores across all raters are reported for each
competency and question
 A statistical measure of rater agreement based on the
standard deviation is reported as a percentage—a score
less than 50% suggests that the raters providing
feedback had enough disagreement to warrant a
cautious interpretation of the average score reported
(e.g., raters had diverse perceptions and rated the
participant quite differently on that question or
competency)
Behavior Summary Report
Executive View 360
Written Comments Section
KEY POINTS
 Comments are randomly listed by all raters who
volunteered to share written perceptions to two
open-ended questions (perceptions of strengths
and development areas)
 Comments are provided verbatim from the online
questionnaire—no editing
 Some comments are specific, behavioral and
constructive—others may be less useful or hard to
understand
 It is important to focus on themes that emerge,
rather than, to dwell on any one individual
comment
Executive View 360
Comments Report
Executive View 360
Feedback Report Questions to Consider
 Do I understand my Executive View 360
feedback report?
 Does it seem accurate/valid?
 Is the feedback similar or different for the
different rater groups?
 Are the areas perceived by others for
development relevant to my current or
future position?
 Am I motivated to change?
Executive View 360: Next Steps
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Review your EV360 feedback report
Thank your invited raters and share something
you learned from their feedback
Use Talent Accelerator to identify specific
developmental goals & draft a development plan
Meet with your manager to discuss your plan
Implement your development plan
Track and monitor progress
Re-assess Executive View 360 in 10-12 months
Necessary Ingredients for Behavior Change
Mashihi, S. & Nowack, K. (2011). Clueless: Coaching People Who Just Don’t Get It
Enlighten
• Assessment & Feedback
Process
• (awareness of ideal self vs real
self, strengths and potential
development areas)
• Readiness to change
• (clarification of motivations and
beliefs)
Encourage
• Goal implementation
intentions
• (measurable and specific)
• Skill building
Enable
• Track & social support to
reinforce learning
• Relapse prevention
training
• Evaluation
• (knowledge acquisition, skill
transfer, impact)
360 Feedback and Coaching
 Olivero et al., (1997) found that an 8-week coaching
program increased productivity over and above the effects
of a managerial training program (22.4% versus 88.0%)
 Thatch (2002) found that 6 months of coaching with
executives following 360 feedback increased leadership
effectiveness up to 60% based on post-survey ratings
 Smither et al., (2003) reported that after receiving 360
feedback, 1,361 managers who worked with a coach for 6
months were significantly more likely to set specific goals,
solicit ideas for improvement and subsequently received
improved performance ratings
Randomised Executive Coaching Study
 Solution-focused cognitive-behavioural coaching
intervention with 45 executives
 Half-day leadership development programme
 Measures
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360 feedback
Goal Attainment Scaling
Cognitive Hardiness/Resilience
Workplace Well-Being
 Four coaching sessions over 10 weeks
 Control group got coaching ten weeks later
Grant, Curtayne, & Burton (2009). Executive coaching enhances goal attainment,
resilience and workplace well-being: A randomised controlled study. The Journal of
Positive Psychology, 4, 396-40
Randomised Executive Coaching Study
Goal Attainment
360 Feedback and Manager Involvement
 62% of the respondents reported being
dissatisfied or highly dissatisfied with the
amount of time their manager spent helping
with a development plan
 More than 65% expressed strong interest in
utilizing an online follow-up tool to measure
progress toward behavior change
Rehbine, N. (2006). The impact of 360 degree feedback on leadership
development. Unpublished doctoral dissertation.
Leader as Performance Coach
 A 2008 survey of over 2,000
international employees and 60 HR
leaders reported that 84% of managers
are expected to coach talent but only
52% actually do (only 39% in Europe)
 Only 24% of all leaders are rewarded or
recognized for coaching and developing
talent
 85% of all managers and employees
see value in leaders as coaches but
32% of managers reported it takes too
much time and interferes with their job
The Coaching Conundrum 2009: Building a coaching culture that drives organizational success.
Blessing White Inc. Global Executive Summary
Leveraging the Impact of
360 Feedback for
Successful Behavior
Change
Talent Accelerator Behavior Change Model
Conscious
Incompetence
Conscious
Competence
Talent
Accelerator
and
Coaching
Feedback
from
Assessments
Unconscious
Incompetence
Unconscious
Competence
Description of Talent Accelerator 2.0

Talent Accelerator is a web-based professional
development tool integrated with Envisia Learning
assessments

Talent Accelerator will provide you with a guided
process for developmental planning based on “Best
Practices” of how people successfully change

The online tool is designed to help translate awareness
from all of our assessments into lasting behavior
change
Components of Talent Accelerator 2.0
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Educates: Talent Accelerator resource library provides a comprehensive
source of over 1,500 readings, websites, media, and suggestions to
facilitate your development.
Monitors: Talent Accelerator provides you and your coach and/or
manager to track and monitor your development plan progress and easy
update through your email.
Coaches: Talent Accelerator sends an email to the individual’s coach
and/or manager about development plan progress and the most recent
progress update.
Promotes Insight: Talent Accelerator provides an opportunity for
participants to reflect on their 360-degree assessment report to
summarize strengths and potential development areas.
Teaches: Our development “wizard” will walk you through your 360
report and provide a structured way to allowing you to focus on those
competencies that are most important as well as facilitate goal setting.
Reminds: Talent Accelerator sends you weekly reminders about your
goal progress.
Selecting Development Areas
Jump Right in to Select Your Goals or Use our Wizard
Using Our Wizard
Step 1: Examining Your Feedback Report
Using Our Wizard
Step 2: Deciding Which Competencies are Important
Using Our Wizard
Step 3: Selecting Development Areas
Setting Development Goals
Use our Suggestions or Select Your Own
Setting Development Goals: Analyzing Your Success
Taking Ownership of Your Developmental Goal:
From Goal Intentions to Habit Triggers
Selecting Goal Mentors—Email Invitation
Selecting Development Areas
Competency Based Resource Library
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Content is maintained and updated weekly by a
human resources staff member
Industry specific competency libraries (e.g.,
healthcare, sales)
Resource categories include:
• Books
• Websites/Blogs
• Audio
• Video
• Articles
• Workshops/Seminars
Example Content from Our Resource Library
Goal Evaluation
Description
 Is not a reassessment of the initial 360 feedback
assessment
 Provides a metric of actual behavior change
 Provides coaches and organizations with a tool
to demonstrate the value of their 360 degree and
coaching interventions
Goal Evaluation
Getting Feedback on Your Goals
Talent Accelerator Goal Evaluation
Talent Accelerator Goal Evaluation
Talent Accelerator
Case Study
Talent Accelerator Case Study
 Business Issue: Department of pathology at a
leading University medical center wanted to
improve leadership performance coaching to
increase engagement and retention of talent
 Intervention:

Executive performance coaching workshop + 360
feedback and developmental planning (N = 15)

Pilot with one of the pathology Departments: 360
feedback + developmental planning + monthly follow
up lunch discussion/support meetings (N = 23)
Talent Accelerator Case Study
 Assessments included:

Executive View 360 (senior team)

Performance View 360 (departmental talent)

Talent Accelerator (used by talent)

Coach Accelerator (used by managers)
Talent Accelerator Case Study
Talent Accelerator Case Study Outcomes
 All participants created a development plan; 80%
completed progress on at least one competency they
targeted
 Participants targeted potential development areas rather
than strengths
 The average time to complete their plan was 53 days (SD
= 46 days) with 55% focusing on developmental
suggestions from our resource library, 23% focusing on
resource websites/Blogs, 12% reading books and the
remainder watching videos/podcasts
 Time series 360 (ANOVA) demonstrated significant
increase in interpersonal, task and communication
competency ratings in talent over 12-months
 80% completed at least one competency based action
plan
Talent Accelerator Research Summary
Intervention
Completion of Plans
360 Feedback Alone
< 5%
360 Feedback and Talent
Accelerator
15% to 25%
Coaching, Talent
Accelerator and Manager
Follow-Up
> 80%
Envisia 360 Feedback Study “Best Practices”
Provide individual coaching to assist in interpreting and
using the 360 feedback results
Hold participant and manager accountable to create and
implement a professional development plan
Track and monitor progress on the completion of the
development plan
Link the 360 intervention to a human resources
performance management process
Use 360 tools with sound psychometric properties
Target competencies for 360 feedback interventions that
are related to strategic business needs
Nowack, K. (2005). Longitudinal evaluation of a 360 degree feedback program: Implications for
best practices. Paper presented at the 20th Annual Conference of the Society for Industrial and
Organizational Psychology, Los Angeles, March 2005
Maximizing the Impact of 360 Feedback
• Some evidence that facilitated feedback enhances
successful behavior change
Seifert & Yukl, 2003; Nowack, 2005
• Some evidence that coaching coupled with 360
feedback can facilitate behavior change
Smither, J. et al. (2003). "Can working with an executive coach improve multisource
feedback ratings over time? A quasi-experimental field study." Personnel Psychology, 56,
23-44
• Some limited evidence that use of an online
development planning system and competency
based resource center can facilitate behavior
change with managerial involvement
Rehbine, 2006; Nowack, 2009
360° Feedback Selected References
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Nowack, K. & Mashihi, S. (2012). Evidence Based Answers to Ten Questions about Leveraging 360Degree Feedback. Paper presented at the SIOP Conference, San Diego, CA.
Mashihi, S. & Nowack, K. (2011). Clueless: Coaching People Who Just Don’t Get It. Envisia Learning,
Santa Monica, CA.
Nowack, K. (2009). Leveraging Multirater Feedback to Facilitate Successful Behavioral Change.
Consulting Psychology Journal: Practice and Research, 61, 280-297
Nowack, K. (2006). Emotional Intelligence: Leaders Make a Difference. HR Trends, 17, 40-42
Nowack, K. (1999). 360-Degree feedback. In DG Langdon, KS Whiteside, & MM McKenna (Eds.),
Intervention: 50 Performance Technology Tools, San
Francisco, Jossey-Bass, Inc., pp.34-46.
Nowack, K., Hartley, G, & Bradley, W. (1999). Evaluating results of your 360-degree feedback
intervention. Training and Development, 53, 48-53.
Nowack, K. (1999). Manager View/360. In Fleenor, J. & Leslie, J. (Eds.). Feedback to managers: A
review and comparison of sixteen multi-rater feedback instruments (3rd edition). Center for Creative
Leadership, Greensboro, NC.,
Wimer & Nowack (1998). 13 Common mistakes in implementing multi-rater systems. Training and
Development, 52, 69-79.
Nowack, K. & Wimer, S. (1997). Coaching for human performance. Training and Development, 51, 2832.
Nowack, K. (1997). Congruence between self and other ratings and assessment center performance.
Journal of Social Behavior & Personality, 12, 145-166
Nowack, K. (1994). The secrets of succession. Training & Development, 48, 49-54
Nowack, K. (1993). 360-degree feedback: The whole story. Training & Development, 47, 69-72
Nowack, K. (1992). Self-assessment and rater-assessment as a dimension of management
development. Human Resources Development Quarterly, 3, 141-155.